The T starts the class by coughing and tries to elicit the word "cough". The T motivates the other students to involve. Then the T shows couple of pictures - they are related to illnesses - ans asks Ss to name them. The T utelise the words in different sentences. The T groups Ss by using his body language. Three topics are introduced by the teacher and the Tasks Ss t talk them over in their groups. Topics: 1. Do you mostly google your symptoms before going to the doctor? 2. Does anyone know anyone with ALL these illnesses? 3. Does anyone know someone who always thinks they may be sick, even when they are really not sick? The T monitors the Ss to check if they are doing the task properly or to check if there is any problem. Through presenting the last topic, the T presents the word "hypochondriac" . The T elicits ts part of speech from the Ss. The Ss presents its phonemic transcription as well.

The T shows a picture - a girl is surfing on the internet -, and says that she is a hypochondriac. By giving quite a few hints, the T elicits the word "cyberchondriac" and asks Ss to guess what it is. The T provides Ss with some CCQs to br sure if Ss catch on the meaning of the word or not.

The T grabs Ss' attention by raising his hand and asks Ss to listen to him by putting his hand behind one of his ears. The T pairs them. Then the T chests the HO1 says the instruction. INS. "I want you to skim it and tell your partner what it is about." ICQ (if needed): Are you going to look for the specific idea or just the whole idea? the whole idea. The T sets the time. Afterwards the T provides Ss with a text including six paragraphs. The T monitors the Ss to check if there is any problem. last but not least, The T asks Ss to check their understanding with their partners then with the class. The T has some FB. The T grabs the Ss' attention by raising his hand and starts a very short story including three new words that he have intended to pre-teach. The T uses the definitions and asks Ls to guess the words. STORY: Yesterday morning I got up a bit late and I didn't feel well. Therefore, I made up my mind to go to our family doctor (GP new word 1). Then, my doctor got shocked and sent me to the department that mostly people in hurry go (A&G new word 2). I went there to check my pulse, but unfortunately the the machine used to test my heart rate (ECG new word 3) was faulty.

After practising new words, the T again grabs the Ss' attention and goes for the detailed reading. The T chests the HO 2 and gives the instruction. Ins: "I want you to match the topic to the paragraphs." ICQs (if needed): Are you going to read it alone or with your partners? alone Are you going to check your answers with your partners? yes. The T sets the time and starts monitoring to check if they are doing the activity properly or if they need any help. Then the T asks them to check their answers with their partners then the T gives them the answer key.

After checking the answers, the T grabs the Ss' attention and starts to work on the pronunciation of three challenging words. The T puts them one by one on the board and goes for choral and individual drills. The T gets his hand dirty with pronunciation by adding some different feelings. Words: 1. He has a brain tumour. /ˈtjuːmə(r)/ 2. He had stomach ulcers.   /ˈʌlsə(r)z/ 3. It’s miracle you weren’t killed. /ˈmɪrək(ə)l/ The T grabs the Ss' attention, Change the pairs, chests the HO 4 and gives the instruction. The T intends to post-teach some specific words by a gap-filling activity. Ins: "There are some underlined words n the text. I want you to read the definitions and find the words from the underlined ones." ICQ (if needed): are you going to do it alone or with your partners? partners The T again grabs the Ss's attention and goes for a freer practice - roll play -. The T nominate he Ss to "nutritionist & patient" and asks them to stand up and act their rolls. The T moves among them to check if there is any problem.